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6th Grade Blog                                                      January 2, 2019

JUDAICA

This Wednesday we discussed the Ten Commandments and their relevance to today.  The students were very good at remembering the commandments and their order.  The students then created their own Ten Commandments, and discussed why they felt that having commandments is still important today, even if they believe different commandments should be in the top ten.

-Josh Gertler for Becca

              

HEBREW

On Wednesday, students worked in small groups with Mr. Z on Ma Tovu and with Maya on Nissim B'chol Yom. Homework: students should be working 1-4x/week on their prayers.

Mr Z

6th Grade Blog                                                   December 16-19, 2018

JUDAICA

On Wednesday I briefly introduced the students to some vocabulary words regarding the Torah service in preparation for a Torah service walkthrough.  Mr. Z had planned an end-of-the-year celebration for the 3rd and 6th grade students, which we joined.

On Sunday we continued our discussion about reading the Torah publicly as a community. We had a four-corner discussion where the students had to decide if they thought the Torah should be read publicly or not, with two options allowing students to have some reservations. Many students thought the Torah should be read publicly to provide the community experience, while some suggested that we don’t need to read the Torah publicly anymore because we have the technology to stream it into our homes and onto our phones today.  

Josh

       

 

HEBREW

Students worked in small groups with Mr. Z on the Shema and V'ahavta and with Molly on Ma Tovu.

Mr Z

 

6th Grade Blog                                                     December 9-12, 2018

JUDAICA

This Wednesday we discussed the Torah service, why a minyan (ten participants) is required, and why it is important to have community experiences. The students shared their experiences watching sports, movies, and concerts, and all agreed that these experiences meant more when surrounded by their peers. The students also were surprised to learn that a famous ancient rabbi, Ezra, would read the Torah at the market place. Today it would be odd to see a rabbi reading Torah at a mall, but back then, the marketplace was the easiest way for people to gather and for information to be communicated.

Sunday morning was spent watching the wonderful URJ camp presentation!  Eva Gruenberg, assistant director of Eisner Camp, presented an awesome program featuring CKH campers! We were informed about all of the 3 URJ summer camps in our region - Eisner, Crane Lake and 6 Points Sci-Tech. If you would like more information about going to camp, please contact Karen or Eva at EGruenberg@urj.org!

The remainder of the morning was spent combined with the 3rd grade class. I had mentioned to the 6th graders that I would be going to Israel for almost 4 weeks to visit some friends and do a learning program, and I promised them that we could write letters for me to place in the Western Wall on their behalf. To make the best use of our time, I decided it would make sense to combine classes. I began by talking briefly about what the Western Wall is and why it’s so holy and asked some students what they already knew about the Western Wall. We then brainstormed some possible ideas and sentence starters for the letters we would be writing. We spent about 15 minutes working hard on our letters and quietly respecting the privacy of others. I promised the students I would come back with a selfie of me placing their letters in the wall! The rest of class was spent practicing singing some Hanukkah songs and reading part of the Hanukkah story! I will miss all of your children very much while I am in Israel, and I look forward to bringing back a wealth of information to teach and share with them!

Becca

                                      

 

HEBREW

On Sunday, the group combined with 3rd grade to work on our blessings and songs being done at t'filah.

On Wednesday, we did a huge review of all the blessings the group should know including: Shabbat candles, blessings over the bread and wine, holiday blessings and the shehecheyanu.

Mr Z

 

6th Grade Blog                                                             December 2-5, 2018

JUDAICA

Happy 4th night of Hanukkah! We spent a while at the beginning of class sharing about our Hanukkah celebrations so far in the dark, only with the light of the menorah which looked so cool! Many students shared about the awesome gifts they received, and we also talked about the real meaning of Hanukkah, which doesn’t have much to do with material items. Many students really appreciate the time that they get to spend with their families and friends.

I began the next part of the lesson, which was discussing if there is a difference between telling someone something and revealing something. Everyone agreed that there was a difference, but we struggled to really differentiate them. We decided that revealing something is something that is disclosed or made seen/understood. I explained that at Mount Sinai, Moses revealed the Torah to the Jewish people in an act known as Revelation. I read the students a short passage about the people receiving the Torah and asked them how it made them feel and why this was such an important moment in Jewish history - after all, it was the moment we received something that is still so prevalent in our lives today.

Becca

 

HEBREW

We are currently working on Ma Tovu (p. 172).

Mr Z

 

JEWISH FAMILY EDUCATION: HANUKKAH!

On Sunday in religious school for sixth grade was our first JFE (Jewish Family Education program), which happened to fall on the first night of Hanukkah! I was so happy to see so many parents and students at this program and really appreciated everybody’s participation and excitement. The program began with an explanation about what we would be doing. I explained how there would be stations that students and parents could visit freely freely; however, I hoped they would spend a sufficient amount of time at each of the stations. Each student would be asked to collect six stickers, five from the stations and one bonus sticker which required students to have a parent visit three of the stations. The card-making station gave the students an opportunity to work with their parents or individually on creating a Hanukkah card for someone special to them, whether that be their family members, friends, teachers, etc. “Dreidel with a Twist” was where students played the classic game of dreidel, but when they spun a letter, they chose a card with the matching Hebrew letter and got to choose if they would complete a task or answer a question on the card to result in a reward or a consequence. We ended up playing this game with the whole group (parents included). It was a lot of fun to play a version of dreidel that’s not usually played! One of the more popular stations was the Photo Booth. Students got to dress up with their friends or family at the booth and try all the fun props! To earn a sticker, students had to show a teacher or madrich the picture taken at the Photo Booth and share a creative caption. Another arguably favorite station was the eating station. Students and families got to enjoy traditional Hanukkah foods like latkes and sufganiyot and learn about why they are important to the meaning of Hanukkah. A sticker was awarded when students could say in his or her own words why we eat the food we do on Hanukkah. One of my favorite stations was the last station called “8 Reasons to Be Grateful.” Students and their families got the chance to really think about things they are grateful for, one reason for each night of Hanukkah. This station also had a poster board with a giant menorah where students and families could write one reason they are grateful and their name if they would like. The poster was then placed in the front lobby of the synagogue in hopes that congregants and other students would write why they are grateful. Students left the program with more knowledge about Hanukkah as well as a personalized Hanukkah blessing book and fun memories with their friends! I hope everyone who came really enjoyed themselves, and Happy Hanukkah!

Becca

6th Grade Blog                                                            November 28, 2018

JUDAICA

This week in sixth grade, I decided to abandon the original lesson that I had planned because there were not enough people for it to run the way that I had hoped. Instead, I decided to have a very relaxed class where the few students who were there got to create Hanukkah cards for some of the congregants who are at college and cannot be home to celebrate Hanukkah with their families. It was nice to have a class that was chill where students got to be creative! I loved seeing all of their beautiful designs and nice messages that would definitely make some college kids in the middle of studying for stressful finals very happy!

            

Becca

6th Grade Blog                                                             November 18, 2018

HEBREW

We worked in class today on Mah Tovu, Shema and V'ahavta. Many of the students are solid in their basic prayers. We will continue working on Mah Tovu and will begin Nissim B'Chol Yom next.

Mr. Z 

 

JUDAICA

On Sunday in sixth grade, I allowed students to have a bit of freedom and asked them to write a song related to how they feel about their relationship with G-d or Judaism. I intentionally left it very open so students could it take it as they please and if they may not believe, or if they were uncomfortable with the topic, they could take it in a different direction. I absolutely love the creativity I find in this class, and so I often try to design open and creative activities for them and I hope that they appreciate it! I did give students some structure and asked them to pick a song that they already knew and re-write the lyrics to portray what they had hoped to show. We had such a variety of songs from more recent, popular songs to older songs, and everything in between. This activity takes a lot of effort as the students had to represent how they feel about something and they also had to do so by setting it to music that was already written in certain syllables and sung in certain ways. Class ended with each group performing! The only thing I would’ve hoped is that we would have time to debrief and reflect on our songs, but we didn’t get the chance to.

                                          

Becca

6th Grade Blog                                                          November 11-14, 2018

HEBREW

On Sunday, we did some work on a few holiday readings, including "Maybe Even Higher" and "Moses' Mistake." We were discussing that study and prayer alone are not holy. It's what they encourage you to do that make them holy. It's one of my favorite stories.

On Wednesday, our class worked on Avot/Imahot and G'Vurot and covered the great story of "Jonah and the Great Fish." This wrapped up our holiday coverage until Chanukah.

Mr Z

 

JUDAICA

I aim to meet the creative needs of the sixth grade and so I decided to try something that was more open than any other activity we had done so far. On the board, I made a box and inside I wrote skit, debate, poster, song, poem, and lecture. These are the options students had to perform at the end of class. Of course, I was open to any other ideas as long as students checked in with me about it first. To the right of the box, I wrote some controversial questions in hopes that it would lead students to an interesting presentation. The questions I wrote are : If there’s a G-d, why do bad things happen? Should women be able to be rabbis? Should services be in English? Are you really Jewish if you don’t believe in G-d? Is Judaism a part of your life or a part of you? I am aware of how complicated these questions are and did not expect any well-defined answers. What I did expect was that students would really think about what they were saying and come up with ideas that were meaningful to them, which turned out to be a really interesting activity!

                                         

Sunday in class my anticipated sequence went a little off-track when a student asked "why do we always have to do Jewish things in Hebrew school?" Instead of dismissing the question, I reframed it as an opportunity to discuss different teaching strategies as well as lesson approaches that the students would really be interested in. Some students preferred debates, while others preferred putting on skits or watching movies. I really plan to take these ideas into consideration.

To begin the lesson, I played two songs on YouTube that came from Psalm 118 and Psalm 29. The songs each conveyed very different emotions and reflected different choices that the composer had decided to make. We discussed what type of emotion was meant to be evoked and how the music may have made the students feel. Prior to class, I taped up four Psalms around the room in no particular order. The Psalms included a range of expression of the authors relationship with G-d. The students' jobs were to read the Psalms and highlight passages that were meaningful to them in some way. To add a bit more structure and fun, I had the students each get three sticky notes: a pink one, an orange one, and a green one. The pink one represented which Psalm confused them and why. The orange sticky note represented how they think the authors see G-d, and the green sticky note was where the students had to choose the Psalm that best represented their relationship with
G-d and why. If they didn’t believe any of them resonated, I asked them to make a general comment using their green sticky note. Afterwords, I noticed some trends among the Psalms with certain colors and conducted a class discussion on what psalms may have meant to people and how it related to his/her relationship with G-d.

               

Becca

6th Grade Blog                                                             November 4-7, 2018

HEBREW

On Wednesday, we did a little small-group work on the prayers from Sunday. Another group worked with me on learning (and almost completing) Mah Tovu. Enjoy the next few days. See you Sunday.

The students had a substitute teacher on Sunday. They worked in small groups on either refining Shema and V'ahavta or Avot and G'vurot. The other students worked on Mah Tovu, which is our next prayer.

Mr Z

 

JUDAICA

Wednesday sixth grade was all about T'hillim, which means Psalms. I began class by asking the students if there has ever been a time when they heard good news or bad news and they wanted to react, but did not know the words to say. We talked about what emotions we might have felt and what we do when we are at a loss for words. For some, our discussion was very personal. I told the students that today we are going to look at poetry, specifically concentrating on poetry to G-d. Often when Jews have found themselves in an emotional situation and cannot express themselves with their own words, they can turn to Psalms. The students engaged in a little annotation activity where they went around to tables reading Psalms and commenting on what we learned that the author feels about G-d, what we feel when we read the Psalms, and what we learn about the relationship between the writer and G-d. I told the students that Psalms are intriguing because they are the one place in the Tanach that does not show G-d reaching out or demanding something from humans. Rather the poems represent thoughts, wishes, pleadings, and prayers of people searching for G-d.  Because they reflect a wide range of emotions, many people turn to them. Students will get a chance to engage in writing psalms next class!


We began Sunday's class by celebrating Julia’s birthday with some baked goods and munchkins! We FaceTimed Josh in for part of the lesson, which was a ton of fun! I then began helping students understand that the book of wisdom is not a collection of sayings that suggest easy answers, but is, instead, a process that actively engages Torah and hearing G-d’s voice in our decision-making about what is best or growing with the support of the Jewish community. I put the following words on the board: censorship, pessimist, and realist. We discussed our preconceived notions of what these words may mean. I explained to the students that in this lesson they will be studying wisdom from the Kohelet and asked them to share their ideas based on what they have studied about wisdom literature and what they might expect to find in a book of wisdom literature. I read the following quote to the students: “The most important rabbis, who were deciding what to put in the Bible, tried to hide the Book of Ecclesiastes (Kohelet) and keep it from being included in the Bible.”  I asked them what they thought about the fact that Rabbis actually wanted to hide this book and what possible reasons they may have had for doing this. I explained that Kohelet poses questions that are meaningful such as: Why do bad things happen to good people? Does what we do really matter? What is the purpose of life? These are difficult and and challenging questions worthy of discussion. We discussed a portion of Kohelet and talked about why it may have been confusing or controversial. Students read two examples of contradictions and the students led a discussion on what we read. We wondered why these would have been questioned for inclusion in the tanakh. In the end, I left the students with a question: do you believe Kohelet was a pessimist, a realist or both?

        

Becca

6th Grade Blog                                                              October 28 2018

HEBREW

In class today, we covered some holiday stories and readings from Rosh Hashanah and Yom Kippur that are relevant to Judaism and Tikkun Olam.

Mr. Z

 

JUDAICA

"A proverb is a convenient package of wisdom, neatly tied up in attractive language, telling much in a few words” (Dr. Mortimer J. Cohen). I started by asking the students if they knew what a proverb is and provided them with the above quote on the board. Students gave ideas regarding short sentences of advice or wisdom. I gave a few examples of English proverbs like "a stitch in time saves nine," "the early bird catches the worm," "two wrongs don’t make a right," and "keep your friends close and your enemies closer." I explained that we will be exploring proverbs in the Bible to learn about a Jewish source of this kind of wisdom. The Book of Mishlei is generally perceived as an instructional manual in ethics and morality. To show its message, it often includes riddles, words from the wise, and metaphors. Proverbs are argued to be the most accessible and relatable in biblical literature. I chose a few proverbs to use for an activity and asked for student volunteers to read to the class. Students stood on their chairs if they agreed with the proverb, sat in their chairs if they were confused, and lay on the ground if they did not agree with the proverb (show in pictures). I also had sheets of paper with proverbs on them and left plenty of room for student annotation. To give students a head start, I had my own thoughts written on each of the sheets as a way to scaffold. The sheets rotated through the tables and/or students and I asked them to put down their thoughts, annotations, and questions: What purpose do Proverbs serve?

          

Becca

6th Grade Blog                                                         October 21-24, 2018

HEBREW

On Wednesday, we read the Sukkot story "House On The Roof." We worked as a large group on refining the Shema and V'ahavta in pairs to enunciate the correct words and rhythm.  We read the words and chanted by paragraphs. The students were pretty happy with how we worked.  Wednesdays are always more challenging since we have no additional staff.  We have continued with Mah Tovu up to eight lines.

Please remember there is no class next Wednesday, October 31.  

Also, take note of how important Sunday mornings are all year, since that is when we have the opportunity to help children individually and specifically in areas that help them excel.  Quite often, we work on prayers they need help with, or ways they can learn more material.

On Sunday, we did small-group work together on our Hebrew prayers.  Our main focus is on Shema and V'ahavta, Avot v'Imahot, G'vurot, Modeh/Modah Ani.  Most of the students are doing well and are pretty strong in these areas.  We are refining them for perfection.  We are working on Mah Tovu, which is new to nearly all, and we have started learning the first six lines.

Jeff

 

JUDAICA

Wednesday in sixth grade, I introduced wisdom literature to the students. Moving forward, we will learn about wisdom according to Jewish texts, what G-d has to do with wisdom, and how ancient Jewish perspectives speak to wisdom today. I left the students with one question: what makes somebody wise? I let students go up to the board and write or draw whatever they thought made a person wise. Some students wrote that a wise prison learns from others and themselves, has knowledge, has been through hard times and struggled, being successful, and more. Wisdom is often hard to identify in the Bible and there are two books of wisdom literature - Mishlei which is the Proverbs and Kohelet which is Ecclesiastes - to learn about wisdom as it is meaningful to our lives today.

 

The rest of class was spent on an activity that required focus and whole-class teamwork. I told students that I had a bunch of cards with words on them and they had to decide with whatever classification system they wanted, how they would organize the cards. Some of the cards had words such as wisdom, inspiring, self reflection, emotional, smart, educated, wealthy, experienced, understanding, and more. I also included blank cards so students could add some of their own ideas. Some students added words like memories, kind hearted, family and friends, and health. In the end, the students decided to organize the cards in a certain order from what seems like superficial to more genuine. They even decided to place cards underneath another to show equal importance or similarity. I would be interested to see how this activity would have been different if I chose different cards, smaller groups, or if I had told them what I expected from them.

          

 

Sunday in sixth grade, it was finally performance day after many classes working on their Ruth plays. Mandy came in to watch and was very impressed with the creativity and hard work that went into our plays. I let the students put finishing touches on their performances for the first few minutes of class and then we went right into performances. The first group created a very ingenious musical where they incorporated songs such as The Mushroom Man (based off of The Muffin Man), Walking in a Field (based off of Living on a Prayer), and Marry You by Bruno Mars. They also incorporated props such as a ring and a toy baby, and much more. The second group put on a puppet show showing that G-d was orchestrating each event in the story, just like puppets are being controlled by the hands of the puppeteers. This play was more of an improv play, and was very creative in its design.

               

To wrap up class and to wrap up the story of Ruth, I had a student do a closure activity. I had three questions written on the board and asked the students to answer two of them on their sticky notes. The first question was, "Why in the first verse of the story does it speak of Elimelech in an obscure way, only revealing his name in the second verse when he arrives in Moab?" The second question was, "after the death of her husband, Naomi returned to Bethlehem and told everybody to call her Marah which means bitter. Nobody actually called her this, however. Why would she be asking others to call her this and why is she never referred to as Marah?" Lastly I asked, "even though Bethlehem, a part of Israel, was experiencing a famine, why might it still mean The House of Bread?" The students' answers were clearly well thought-out and brought up really great points about the story and some different perspectives that I had never considered prior.

 

Best, 

Becca

6th Grade Blog                                                        October 14-17, 2018

JUDAICA

Wednesday in sixth grade was our last day of workshopping our plays. The students seemed to want to put some finishing touches on their plays and I asked them to complete another aspect of their play. I thought it was important for the students to do some reflection on their play and on their choices. As a group, I asked the students to explain how they would describe their perspective on the story M'gillat Rut. I also asked them why their group made certain artistic choices in the planning and creation of their play. In other words, how was your perspective of the story shown in your play? While students were practicing songs, finishing their puppets, and making props I went around to help students workshop. One group even had the chance to perform their play at the end of class. I am looking forward to seeing the other two plays on Sunday!

        

Sunday in sixth grade it was very loud, but it was productive noise! The students continue to work on their group plays describing their perspective about m'gillat Rut. I love how each of the students brought their own creativity and perspectives into their plays. I had some groups printing out diamond rings, while another group was creating props, and another group was making puppets for their puppet show.

Next class, we plan to perform our brief plays. I asked each of the groups to be able to tell the class or write a reflection and/or description explaining why their play has the features that it has. For example, one group is doing a play called "The Betrayal," which is a puppet show. The group decided to do a puppet show because their perspective is that G-d orchestrates all things and that is the reason that m'gillat Rut exists. The puppets are being controlled by an omniscient being, in this case, G-d. I am attaching pictures from class today so you can see how hard your children have been working. It was so great to see how much fun they were having while doing this!

               

Becca

 

HEBREW

On Wednesday, we read a Sukkot story in class called "The Invisible Guests" and discussed it.  We are working on our required prayers together while assessments are being done.

On Sunday, we focused on small-group activity, which enabled students to work on areas where they needed help. Our prayers covered today were Shema/V'ahavta and Avot/G'vurot. We will continue this during the next two classes. Most students are strong, and everyone needs to keep practicing.

Mr Z

6th Grade Blog                                                  October 10, 2018

JUDAICA

Today we continued our series of lessons that we will be spending on the M'gillah Rut. I began by having a student summarize what she remembered from the story last week and I reminded them of key events. I also reminded the students that they voted on a perspective on the story last week and offered them the chance to reconsider - change or keep their opinion the same. I explained that each perspective would be turning into an eventual script. The students met with their groups, discussed a game plan for their script and came up with a title as well. During our planning time, some students asked if they could switch groups and I ended up in a group with a student who wanted to explore the least popular option. I loved how dedicated the students were and how willing they were to explore their options.

Next class, we will continue with our script by creating a storyboard aligned with our specific perspective on the story.

Becca

 

HEBREW

Over the next few classes, I am assessing students' prayer abilities so that I am aware of where each student's skills fall. Our first prayer group includes Shema, V'ahavta, Avot/G'vurot, Modeh/Modah Ani and Mah Tovu.

Mr Z

6th Grade Blog                                                         October 3, 2018

HEBREW

In class today, we covered the final day of classroom rules and procedures. We discussed our 1st Friday Service that will be held on Friday, October 5th, with a Shabbat service and Chinese food dinner. This is the one service that honors your student this year, along with  the 7th graders. We began looking at assigning specific prayers and English readings and each student is encouraged to participate. We look forward to seeing everyone there!

Mr Z

 

JUDAICA

Today at religious school we discussed M’gillat Rut which is read on Shavuot. I started the lesson by having the students get into groups and come up with homonyms. I then had the students read an abridged version of the story. We talked about meanings of the names and locations in the story and how they may be ironic. I offered three options regarding the text for us to discuss. I wondered if the story was showing Elimelech and his sons dying as a punishment for not helping in a time of need. I also offered the explanation that G-d orchestrated Ruth to return to Judah in order to become a major person in history. She is King David's great, great, great, etc. grandmother. My last explanation was that G-d has no role and that G-d learns from how humans react to difficult situations. I really loved having this mature, interesting conversation with the 6th graders.

Becca

6th Grade Blog                                                       September 23-26, 2018

JUDAICA

Today in 6th grade, I hid 14 strips of paper around the room. After students found all of them, I asked them to please read to themselves what their strip/s of paper said and think about how they can put them into their own words. This was a way to briefly introduce students to literature found in k'tuvim or Writings in the Tanakh. All of the strips were from various parts of k'tuvim like the Prophets, Psalms, and the Megillot. I was very impressed with the students' interpretations of their strips; they attempted to decipher text even though they had no idea of the context of what they were reading. We ended up having a discussion about the strips and how they can be meaningful to our own lives, right up until we had music. I can't wait to continue our studies of the Writings in class! I hope everyone has a wonderful week and remember, no religious school on Sunday!

 

Sunday in sixth grade, we spent the class talking about Sukkot which is this week! I started by taking a poll to see what the students already knew about this fun, harvest holiday. After some silliness and claiming that Sukkot was a game of numbers pronounced sudoku, or it was a game played with a lemon and a stick, we finally got down to the real significance of the holiday. I was very impressed by the students' thoughts and how they knew a sukkah only has 3 walls because it is meant to be temporary as well as open and welcoming. As a class, we created sukkah decorations! I gave each student a triangle in which they could create something related to Sukkot and share some acts of kindness that they have done or received. They came out so beautifully (thanks to my student helpers for putting it together). Lastly, we played "If the Wall Had Ears" where students pretended to be a wall of a sukkah and other students interviewed and questioned them about what goes on inside their walls. This was a fun way to wrap up the class!

Best, 
Becca

 

HEBREW

In class on Sunday, we covered the final classroom rules and procedures. We discussed our 1st Friday Shabbat Service that will be held on Friday, October 5th, with a service and Chinese dinner. This is the one 1st Friday service involving your student this year, and it will include the 7th graders. We began looking at assigning specific prayers and English readings, and each student is encouraged to participate. We look forward to seeing everyone there!

It was a pleasure meeting so many parents last Sunday. This will be my 25th year of teaching religious school, and my 18th year at Kol Haverim. My fulltime work is with Connecticut Lighting Centers, where I have been employed for 18 years in the Southington showroom.

If anyone has questions or concerns at any time, please don't hesitate to reach out to me. You can email MrZ@kolhaverim.org or call me. I look forward to a productive, fun-filled and exciting year for all of us!

Mr. Zagoren

6th Grade Blog                                                        September 16, 2018

JUDAICA

I am looking forward to this year very much and am excited to work with this class! Last year, sixth grade was an absolute blast, so I cannot wait to see what this year brings.

Today was a bit of an irregular schedule since we had opening remarks in the Sanctuary with Karen Trager and the Rabbi and then a little introduction with parents and students in Mr. Z's room. To reiterate a bit of what was talked about in the intro, I am a second-year teacher at CKH and just graduated from UConn in May with a bachelor's degree in elementary education, and am now in the process of completing my master's degree in curriculum and instruction.

The sixth grade curriculum explores the theme of Revelation as they learn the lessons of wisdom, the Books of Writings, community building, and even a bit of Israel. Since class was abbreviated today, we learned names (mostly I learned the students' names!), played a little "get-to-know-you" Jenga, and wrote out on note cards how/what we like to learn.

Have a meaningful Yom Kippur this week!

Becca

 

HEBREW

We had a great first class today. It was nice seeing so many parents involved in their children's Hebrew studies. We reviewed our general curriculum and some of the ground rules and expectations. I look forward to a great year, where we can help your children grow and be enriched.

Next week, we will finish covering the classroom rules and look at some High Holyday materials relevant to this time of year.

Please look for regular blog updates on what material is being covered in class.

Mr Z

Wed, January 16 2019 10 Sh'vat 5779